Hindman, A.H. & Chor, E. (2023). Classroom conversations: What will it take? A commentary on Abbot-Smith et al., 2023. First Language, 43(6), pp. 649-654. SAGE Publications. doi: 10.1177/01427237231197073

Hindman, A.H., Wasik, B.A., & Anderson, K. (2022). Using Turn and Talk to Develop Language: Observations in Early Classrooms. READING TEACHER. doi: 10.1002/trtr.2113

Wasik, B.A., Farrow, J., & Hindman, A.H. (2022). More than "Good Job!": The Critical Role of Teacher Feedback in Classroom Discourse and Language Development. READING TEACHER, 75(6), pp. 733-738. doi: 10.1002/trtr.2112

Aram, D., Skibbe, L., Hindman, A., Bindman, S., Atlas, Y.H., & Morrison, F. (2020). Parents’ early writing support and its associations with parenting practices in the United States and Israel. Merrill-Palmer Quarterly, 66(4), pp. 392-420. doi: 10.13110/merrpalmquar1982.66.4.0392

Hindman, A.H., Morrison, F.J., Connor, C., & Connor, J.A. (2020). Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice. Reading Research Quarterly, 55(S1), pp. S197-S206. doi: 10.1002/rrq.345

Bustamante, A.S. & Hindman, A.H. (2020). Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start. Early Childhood Research Quarterly, 52, pp. 124-137. doi: 10.1016/j.ecresq.2018.06.003

Snell, E.K., Wasik, B.A., & Hindman, A.H. (2020). Using Texting to Help Families Build Their Children’s Vocabulary at Home. Reading Teacher, 74(1), pp. 49-57. doi: 10.1002/trtr.1906

Farrow, J.M., Wasik, B.A., & Hindman, A.H. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, pp. 178-190. doi: 10.1016/j.ecresq.2019.08.005

Snell, E.K., Hindman, A.H., & Wasik, B.A. (2020). Exploring the use of texting to support family-school engagement in early childhood settings: teacher and family perspectives. Early Child Development and Care, 190(4), pp. 447-460. doi: 10.1080/03004430.2018.1479401

Wasik, B.A. & Hindman, A.H. (2020). Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly, 50, pp. 101-113. doi: 10.1016/j.ecresq.2018.11.001

Hindman, A.H., Wasik, B.A., & Bradley, D.E. (2019). How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading. Early Education and Development, 30(4), pp. 478-495. doi: 10.1080/10409289.2018.1556009

Hindman, A.H. & Bustamante, A.S. (2019). Understanding Well-Being among Teachers in Early Childhood Settings: Challenges, Supports, and Implications for Children's Development. Journal of Applied Developmental Psychology, 61, pp. 1-3. doi: 10.1016/j.appdev.2019.03.005

Hindman, A.H. & Bustamante, A.S. (2019). Teacher depression as a dynamic variable: Exploring the nature and predictors of change over the head start year. Journal of Applied Developmental Psychology, 61, pp. 43-55. doi: 10.1016/j.appdev.2018.09.004

Bustamante, A.S. & Hindman, A.H. (2019). Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning. Early Education and Development, 30(1), pp. 19-35. doi: 10.1080/10409289.2018.1540249

Snell, E.K., Hindman, A.H., & Wasik, B.A. (2019). A review of research on technology-mediated language and literacy professional development models. Journal of Early Childhood Teacher Education, 40(3), pp. 205-220. doi: 10.1080/10901027.2018.1539794